Two Roads Diverged: A Macro and a Micro Approach to Teaching Reflection and Empathy
Fred Helms* Travis Billingsley** Gwyn Richardson** Era Buck**
*Alabama College of Osteopathic Medicine, Dothan, AL** University of Texas Medical Branch, Galveston, TX
Centile Conference 2017
Overview
• Student Creativity at the Alabama College of Osteopathic Medicine• Developing Healing Presence at University of Texas Medical Branch• Discussion of program evaluation issues we all face
Students will develop habits of thought, feeling and action that will enable their development as compassionate, communicative and socially responsible physicians.
Cooke, Irby, O’Brien 2010
Program Mission
Year 1Dinner
meetings
Summer2 month
preceptorship
Year 2 Dinner
meetings
Year 3Dinner
meetings
Year 4 Dinner mtgs
1 electiveScholar Month
1 immersive review month
Program Overview
Program DescriptionYear 1
• Inner Work• Stress Awareness• Self Compassion• Cognitive behavioral therapy• Humor• Mindfulness
• Communication Skills• Non-Violent Communication
Program DescriptionPreceptorship
ClinicalClinical shadowing 15 clinical half days• Follow physicians
in clinical areas of interest to the students
Healer Psycho-social pain assessmentGladysPerinatal hospice• Intro to Breaking
bad news
Skills learningMind body stress reductionMotivational interviewingWellnessWeekend retreat –Mindfulness
Program DescriptionYear 2
• Inner Work Continued• Internal Family Systems Model – Parts Work• Naikan – Gratitude• Healing Presence• Seeing Bias
• Skill Building• Breaking bad news continued• Being with suffering
Program DescriptionYear 3
• Continued monthly sessions
• Topic review
• Skills practice in clerkships
Program DescriptionYear 4
• Month long immersive review course
• Healer selective month
• Monthly meetings
• Continued skills practice
Program Growth
0
20
40
60
Year 1 Year 2 Year 3
Student Growth by Year
0
5
10
15
Year 1 Year 2 Year 3
Faculty Growth by Year
Some Early Assessment DataTo what extent are the questions below true for you about the
PHT Preceptorship
very small
extent
small extent some large
extent
very large
extent
Positively impacted my personal development 0 0 4 44 52
Improved my ability to empathize and connect with others 0 0 4 48 48
Positively impacted my professional development 0 0 4 48 48
Confirmed my satisfaction with my decision to become a physician 0 4 8 40 48
Taught me skills I have used to take better care of myself 0 0 12 52 36
Helped me cope with stress 0 0 12 84 4
Increased my knowledge of techniques for personal development 0 8 28 52 12
Increased my ability to work collaboratively 0 16 24 48 12
Increased my self-confidence 0 16 24 24 12
Learning in the Affective Domain
Characterizing (serves as coach, mentor role model)
Organizing (self-regulation, prioritizing competing emotions or
values)
Valuing (consistency between expressed values and reactions)
Responding (engaging challenges in affective domain including analysis of reactions)
Receiving (awareness of importance of affective issues, willingness to listen)
Triangulation
Multiple • Assessments• Facets of complex phenomenon• Sources of information• Points in time• Contexts
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